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Education Marginalization in the Kenyan Conflict-Affected Areas: Human Capital Theory and Rights-based Perspectives

Abstract


Education has been deemed as a critical weapon to curbing the increasing levels of armed conflicts at it liberates the mind and exposes individuals to wider social and economic opportunities. Yet, lack of it not only causes individuals and countries to lag behind due to lack of requisite skills necessary for shaping human capital, but also it amounts to human rights violation since it is regarded as a basic right.

This article analyses how education marginalisation has occurred in the conflict-affected areas in Kenya. The article also examines how conflict, reversely, has exacerbated education marginalisation leading to low development due to inadequate human capital and violation of human rights. Through review of secondary data sources - empirical studies and scholarly articles-findings show that although there are no direct attacks on schools, the effect of conflict within the community greatly affect teachers and learners thus lowering their chances of going to school and in the long run affecting the learning outcomes. Deprived of education, and aggravated by scarce natural resources, the population in conflict-affected areas cannot access meaningful employment opportunities thus sustaining the conflict. 


Keywords

education marginalization, conflict-affected, human capital, human rights, arid and semi-arid lands

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